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Speaking with Trunks, Dancing with the “Pink Elephants”: Troubling E-Racism, E-Classism, and E-Sexismin Teaching Multicultural Teacher Education

Speaking with Trunks, Dancing with the “Pink Elephants”: Troubling E-Racism, E-Classism, and E-Sexismin Teaching Multicultural Teacher Education

Christine Clark, Gwen Stowers
Copyright: © 2016 |Pages: 20
ISBN13: 9781466699700|ISBN10: 1466699701|EISBN13: 9781466699717
DOI: 10.4018/978-1-4666-9970-0.ch005
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MLA

Clark, Christine, and Gwen Stowers. "Speaking with Trunks, Dancing with the “Pink Elephants”: Troubling E-Racism, E-Classism, and E-Sexismin Teaching Multicultural Teacher Education." Handbook of Research on Effective Communication, Leadership, and Conflict Resolution, edited by Anthony H. Normore, et al., IGI Global, 2016, pp. 78-97. https://doi.org/10.4018/978-1-4666-9970-0.ch005

APA

Clark, C. & Stowers, G. (2016). Speaking with Trunks, Dancing with the “Pink Elephants”: Troubling E-Racism, E-Classism, and E-Sexismin Teaching Multicultural Teacher Education. In A. Normore, L. Long, & M. Javidi (Eds.), Handbook of Research on Effective Communication, Leadership, and Conflict Resolution (pp. 78-97). IGI Global. https://doi.org/10.4018/978-1-4666-9970-0.ch005

Chicago

Clark, Christine, and Gwen Stowers. "Speaking with Trunks, Dancing with the “Pink Elephants”: Troubling E-Racism, E-Classism, and E-Sexismin Teaching Multicultural Teacher Education." In Handbook of Research on Effective Communication, Leadership, and Conflict Resolution, edited by Anthony H. Normore, Larry W. Long, and Mitch Javidi, 78-97. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9970-0.ch005

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Abstract

This chapter takes a contrary view of the “meta” aspect of meta-communication (where meta is defined as “behind” or “beneath”) in the online multicultural teacher education classroom, arguing that such communication inhibits learning about (content) and through (pedagogy) sociopolitically-located multicultural teacher education by enabling e-racism, e-classism, and e-sexism to operate in largely covert manners in the distance education context. Accordingly, this chapter contends that digital meta-communication on issues of race/ethnicity, socioeconomic class, and sex/gender needs to be “de-meta-ed” or made explicit in order for the kind of liberatory reflective conversation on these topics to occur that is foundational to the adequate preparation of PK-12 teachers to effectively educate all students.

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